Publication Date
In 2025 | 5 |
Since 2024 | 51 |
Since 2021 (last 5 years) | 166 |
Since 2016 (last 10 years) | 334 |
Since 2006 (last 20 years) | 828 |
Descriptor
Source
TEACHING Exceptional Children | 1355 |
Teaching Exceptional Children | 884 |
TEACHING Exceptional Children… | 159 |
Author
Publication Type
Education Level
Audience
Practitioners | 903 |
Teachers | 635 |
Parents | 28 |
Administrators | 17 |
Researchers | 3 |
Support Staff | 3 |
Counselors | 2 |
Policymakers | 2 |
Students | 2 |
Community | 1 |
Location
United States | 9 |
New York | 7 |
California | 5 |
Florida | 5 |
Kentucky | 4 |
New Jersey | 4 |
Oregon | 4 |
Pennsylvania | 4 |
Canada | 3 |
Colorado | 3 |
Georgia | 3 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Does not meet standards | 1 |
Tina Fletcher; Alicia Chen; Ashlee Norris; Edgar Pizarro; Jason Tran; Megan Tripp – TEACHING Exceptional Children, 2024
Autism and sensory-friendly events are an increasingly common feature of community life. One predictable aspect of these events is the presence of sensory havens, which serve as a respite or self-regulation zone for neurodiverse children, family, friends, and, occasionally, their service animals. When research evidence contributes to the design of…
Descriptors: Sensory Experience, Autism Spectrum Disorders, Guidelines, Experience
Jacquelyn M. Urbani; Pamela LePage; Samantha Watson-Alvarado – TEACHING Exceptional Children, 2024
Collaboration is an expected responsibility of special education teachers in the United States because they coordinate their efforts with others, including paraprofessionals, service providers, administrators, and families (Pfeiffer et al., 2019). Collaboration is also an integral facet of student success. High-quality collaboration improves…
Descriptors: Teamwork, Paraprofessional Personnel, Educational Cooperation, Communication Strategies
Elizabeth A. Stevens; Megan H. Mowbray – TEACHING Exceptional Children, 2024
Typically, vocabulary instruction is associated as part of reading instruction. However, vocabulary instruction is also a necessary component of mathematics instruction. In fact, state and national standards (e.g., Common Core State Standards) require elementary students to communicate about mathematics to provide clear explanations, construct…
Descriptors: Mathematics Instruction, Vocabulary Development, Elementary School Students, Word Problems (Mathematics)
Tessa L. Arsenault; Sarah R. Powell – TEACHING Exceptional Children, 2024
Students encounter mathematics word problems as early as kindergarten and continue to see them throughout their schooling experience. Schema instruction with an attack strategy can support students to successfully navigate word-problem solving. Schemas help students categorize word problems by similar characteristics. To better support students…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Schemata (Cognition), Addition
Sarah R. Powell; Samantha E. Bos; Sarah G. King; Leanne Ketterlin-Geller; Erica S. Lembke – TEACHING Exceptional Children, 2024
Data-based individualization (DBI) is a framework that allows educators to make timely and informed decisions about student progress in academics or behavior. In this article, we focus on the DBI framework as applied to math intervention within a tiered support model for students experiencing math difficulty. We review how DBI starts with an…
Descriptors: Middle School Mathematics, Middle School Students, Middle School Teachers, Mathematics Instruction
Marah Sutherland; David Fainstein; Taylor Lesner; Georgia L. Kimmel; Ben Clarke; Christian T. Doabler – TEACHING Exceptional Children, 2024
Being able to understand, interpret, and critically evaluate data is necessary for all individuals in our society. Using the PreK-12 Guidelines for Assessment and Instruction in Statistics Education-II (GAISE-II; Bargagliotti et al., 2020) curriculum framework, the current paper outlines five evidence-based recommendations that teachers can use to…
Descriptors: Elementary Secondary Education, Multiple Literacies, Statistics Education, Data Analysis
Candace A. Mulcahy; Joseph C. Gagnon; V. Sue Atkinson; Jason A. Miller – TEACHING Exceptional Children, 2024
In the era of 21st century learning, many secondary students with learning disabilities continue to struggle with mathematics problem solving. Emerging evidence suggests self-regulated strategy development can be combined with existing evidence-based and promising practices during mathematics instruction. These practices include explicit…
Descriptors: Self Management, Algebra, Problem Solving, Secondary School Students
Shawn M. Datchuk; Leah M. Zimmermann; Kyle Wagner; Apryl L. Poch – TEACHING Exceptional Children, 2024
Many students with learning disabilities struggle with sentence writing fluency, the skill of quickly and accurately generating words that follow rules of semantics, spelling, syntax, and usage within sentence structures understandable to readers. Students who struggle with sentence writing fluency may face difficulty fully expressing their ideas…
Descriptors: Students with Disabilities, Learning Disabilities, Sentences, Teaching Methods
Brennan W. Chandler; Kristin L. Sayeski – TEACHING Exceptional Children, 2024
Writing is a complex activity requiring a wide range of skills. Sentence construction, a foundational writing skill, is necessary for paragraph and composition writing. Unfortunately, many current approaches to teaching writing place a priority on the product--focusing on teaching the process of writing lengthy pieces rather than providing…
Descriptors: Writing Instruction, Writing Skills, Sentences, Students with Disabilities
Aleah S. Brock – TEACHING Exceptional Children, 2024
Caregiver coaching is a common component of early intervention services, but providers may be unfamiliar with methods of coaching for families of children who are Deaf or hard of hearing (DHH). This article provides guidance for early interventionists to implement caregiver coaching to facilitate language development in their children who are DHH.…
Descriptors: Children, Child Caregivers, Deafness, Hearing Impairments
SeonYeong Yu; Lori E. Meyer – TEACHING Exceptional Children, 2024
Although many teachers hold generally positive views of using disability literature with children to support the development of more inclusive communities and schools (Beneke & Cheatham, 2020), little is known about how teachers work with families and address concerns families may have about using such literature. What follows are three…
Descriptors: Childrens Literature, Students with Disabilities, Disproportionate Representation, Regular and Special Education Relationship
Miao Li; Sarah Jerasa; Jan C. Frijters; Esther Geva – TEACHING Exceptional Children, 2024
Phoneme discrimination is the ability to detect subtle similarities and differences between phonemes. Phoneme discrimination is a strong predictor of reading development and poor phoneme discrimination may predict reading disabilities (Lyytinen et al., 2004). The ability to discriminate phonemes may be an even more critical skill for Emergent…
Descriptors: Phonemes, Reading Difficulties, Students with Disabilities, Grade 1
Alexandra Shelton; Jade Wexler – TEACHING Exceptional Children, 2024
Despite the importance of reading comprehension, many secondary students with Intellectual Disabilities (ID) struggle with this skill. Students with ID also experience greater challenges in foundational literacy skills (i.e., skills related to phonological awareness) and the cognitive skills temporal processing and nonverbal reasoning (Van…
Descriptors: Middle School Students, Students with Disabilities, Reading Comprehension, Intellectual Disability
Alicia A. Stewart; Elizabeth Swanson – TEACHING Exceptional Children, 2024
Although many students struggle to comprehend text, some populations of students are particularly impacted. Students with attention deficit hyperactivity disorder (ADHD), for example, perform lower on working memory measures, which can make reading comprehension even more difficult (Gropper & Tannock, 2009). Inattention, specifically, appears…
Descriptors: Attention Deficit Hyperactivity Disorder, Attention, Students with Disabilities, Reading Instruction
Jessica Ellott; Amber E. McConnell – TEACHING Exceptional Children, 2024
"Work-based learning experiences" is a broad term applying to an array of in-school or after-school learning opportunities, from career awareness, exploration, development, and application. Through WBLEs, students will learn about work, gain employability skills, and connect their school experiences to real work settings. WBLEs can also…
Descriptors: Students with Disabilities, Job Skills, Work Experience, Career Development